The Message of Quinns Ishmael :: Quinn Ishmael Essays

The Message of Ishmael Quinn gains a unique perspective on humanity through the main character of the novel, Ishmael. Ishmael is a gorilla. And Ishmael is a teacher who communicates with humans telepathically. On the surface, this hardly seems to be a character who would appear in a serious book; more likely a children's story, a fable, or perhaps a bad science fiction novel. Yet Ishmael is none of these, and Ishmael is a strong character, with a powerful intellect and a serious purpose. The character of Ishmael needs to be non-human in order to be effective. Looking in on civilization from the outside gives him a perspective from which to criticize humanity without hypocrisy. To hear the oppressor repent is not nearly so effective as to hear the voice of the oppressed demand freedom and restitution. As Ishmael opens, the author writes of a day in his life when he found what he thought a truly ludicrous advertisement in the personals section of a newspaper: TEACHER seeks pupil. Must have an earnest desire to save the world. Apply in person. Investigating with the purpose of exposing fraud, he came upon Ishmael in Room 105 of a nondescript office building. Ishmael was sitting calmly, nibbling on a slender branch. Momentarily shocked, Quinn stumbled towards a chair. He glanced into the gorilla's eyes, and much to his disconcertment the eyes calmly spoke to him. Nodding in answer to an unuttered question, Ishmael spoke silently "I am the teacher." In language of the sort one might expect from a well educated man speaking with a friend, Ishmael told Quinn the story of his life. A large portion of it was spent in captivity, before a wealthy elderly man befriended and educated him. At the end of Ishmael's tale, Quinn was still somewhat befuddled. I sat there for a minute, then I said, "I'm trying to figure out what this has to do with saving the world." Ishmael thought for a moment. "Among the people of your culture, which want to destroy the world?" "Which want to destroy it? As far as I know, no one specifically wants to destroy the world." "And yet you do destroy it, each of you. Each of you contributes daily to the destruction of the world." "Yes, that's so." "Why don't you stop?

Human Rights Violation – Child Soldier

Human Rights Violation (Child Soldier) What do you think of when you hear the term â€Å"Child Soldier†? You probably think of a normal child who has been trained to become an armed soldier from his early childhood. No, the reality is that child soldiers still do exist in many parts of the world. First of all, what do you mean by child soldiers? Child soldiers are any children under 18 years of age who is a member of the armed forces or an armed group. Today, child soldier has been one of the major issues in the economy of human civilization. It has fore mostly impacted many countries from developing and moving a step forwards in their humanitarian activities. So, as a relation of us towards the development of humanity and human civilization, every individual in this world should try their best to erase this particular violation or term â€Å"Child Soldier† from history. As briefly discussing about this particular human right violation, this violation has been one of the major issues in Canada and many other countries. As concisely defining this topic, a child soldier is any children under 18 years of age who is part of any kind of regular or irregular armed force or armed group in any capacity. The definition also includes girls recruited for sexual purposes and for forced marriage. It does not, therefore, only refer to a child who is carrying or has carried arms. Children are more likely to become child soldiers if they are displaced from their homes, separated from their families, living in combat zones or have limited access to education. Children may join armed groups as the only way to guarantee daily food and survival. In some situations, children may ‘voluntarily’ take part in warfare, not realizing the dangers and abuses they will be subjected to. Most likely these children are responding to economic, cultural, social and political pressures. As discussing different facts about Child Labour in Canada and worldwide, the major fact has been estimated that over 300,000 children – boys and girls under the age of 18 – are today involved in more than 30 conflicts worldwide. Children are used as combatants, messengers, porters and cooks and for forced sexual services. Some are abducted or are recruited by force. Others are motivated to join by poverty, abuse and discrimination, or to take revenge for violence endorsed against them or their families. These children are subjected to unimaginable violence and torture by serving in both government armies and rebel groups. Commanders often hassle them with drugs and alcohol. These children are repeatedly abused, and disposed of when they are supposed useless or ineffective. Close to 2 million children have been killed in conflict in the case of child soldier since 1996. Children are the rising stars of our nation and humanity. One should try to protect and educate good things to them rather than conflicting these silly behaviours to those little blameless souls. According to Canada’s law, a person caught doing this crime is heavily punished and penalized against the community. Back in 2002, Canada signed on to an international treaty aimed at rehabilitating child soldiers. In fact Canada was the first nation to ratify the child soldier – optional protocol to the convention on the rights of a child. Since then, many different rules and laws have been made in order to stop child soldier in the nation. As of all these facts and discussion on this particular human violation, these violations is still a problem in the world and in Canada and researchers are busy, laws are being made and punishments are ready for those criminals. As the children are the future developers of our world and community, they should not be treated in this way. In fact, they should be cared and loved as they are the ones who are going to get rid of all the crimes in the world and make this congested world a peaceful world. So child soldier should be stopped, if still seen, all the population should be united and raise a voice against the government to be strict in this particular violation and give hard punishments to the criminals and bring peace in the world.

The Significance Of The Enlightenment And Modern Judaism

Qns 2. Explain and critically evaluate the significance of the Enlightenment to the development of modern Judaism. The Enlightenment and Modern Judaism Sapere aude! The Rise of the Enlightened man. The Enlightenment also known as the Haskalah movement began in the 18th century. In his 1784 essay entitled: â€Å"Answering the Question: What is Enlightenment?†, Immanuel Kant (1959) described the Enlightenment as ‘‘man’s release from his self-incurred tutelage. Tutelage is man’s inability to make use of his understanding without direction from another. Self-incurred in this tutelage when its cause lies not in lack of reason but in lack of resolution and courage to use it without direction from another. Sapere aude! Have courage to use your own†¦show more content†¦According to Robert Darnton, the men of the eighteenth-century Enlightenment were ‘‘the secular apostles of civilization, in opposition to the champions of tradition religious orthodoxy.’’ They were not afraid to challenge authority and launched a Kulturkampf that criticises institutions, prejudices, and superstitions. Amongst other things the Kulturkamp f called for freedom and religious tolerance and even did their utmost to alter the Jewish educational system. Before the start of Enlightenment period, Jews were restricted to a strict standard of living that was set by Judaism traditional commandments. Jews had to follow a demanding religious regime. For instance, they were only allowed to wear traditional Jewish garments, had a strict dietary restriction, women was not allowed to hold any positions of power and boys were only allowed to focus on Jewish education which is studying the Talmud. These strict religious regime cause boys to receive only a minimum Jewish education with the girls having received none at all. According to Michael Meyers, concerns on the lack of a systematic religious instruction were brought forth as early as 1785. He added that one concerned Jew asked, Why have we Jews been unable to match the other nations in the education of our children, to impress their hearts with the fundamentals of faith and imbue them with love and awe of God, so that they might know whom they bless as well as the foundations and principles of worshipingShow MoreRelatedFeminine Divine Traits : Buddhism And Christianity1737 Words   |  7 Pagesoften appears to be female figures including Kwan Yin and Tara. The concept of Buddha nature is described as â€Å"tathagata garbha† at times, which means Buddha womb. The imagery of this spiritual womb nurturing the nature for all beings implies the significance of this feminine feature. Another example is how the Buddhaâ €™s wisdom is referred to as a ‘she’ in some Buddhist texts. The involvement of both feminine and masculine traits seems to underline the irrelevance of gender in Buddhahood. On the otherRead MoreWorld Religion5936 Words   |  24 Pagessome of the ways indigenous religions have expressed themselves artistically? 4. Explain the â€Å"ethic of restraint† regarding nature that is frequently found in native religions. Group B 1. Describe some of the factors that have contributed to the modern study of indigenous religions? 2. Why are human relationships with nature crucial for tribal and small-scale cultures? 3. Explain key features of the animistic worldview. 4. What is sacred space and what is its relationship to the center? GroupRead More The Relationship Between Religion and Israel Essay3173 Words   |  13 Pagespeople and the religion. 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In this paper, I will attempt to shed light on the many commonalities in dogma that I believe exist between the major religions of theRead MoreThe Death Of Jesus Of Nazareth Essay2350 Words   |  10 PagesBultmann the fact that the â€Å"historical Jesus† is incomprehensible does not invalidate the authority of the New Testament, but rather makes the task of â€Å"demythologizing† imperative—the mythical world picture of the New Testament is incompatible with the modern world picture informed by scientific knowledge, and to demand acceptance of the mythological world picture of the New Testament as a criterion of Christian faith reduced faith to a work and amounts to intellectual suicide. To this world picture belongRead MoreImportance of Intercultural Communication to Ist7702 Words   |  31 PagesThese three social organizations working in combination, define, create, transmit, maintain, and reinforce the basic elements of every culture. Not only do these three institutions have a long history, but also remain the essential components of modern life. The are four interrelated reasons as to why world view, family and community hold such importance over the actions of all cultures and assist one appreciate the importance of a cultures deep structure to any study of intercultural communicationRead MoreWorld History AP8768 Words   |  36 Pagesthat the classical empires are irrelevant a student would have to address the arguments made in the Reflections section of the text. †¢ A student might focus on the cultural memory of empires being used in the modern world. The Reflections section offers examples of Mao Zedong, the modern Indian nonviolence movement, the British imperial education system, and Mussolini all using the examples of previous empires as models for their own societies. †¢ As prompted by the opening and closing sections

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Essay on Midnight in Paris - 1672 Words

The star-studded romantic comedy Midnight in Paris is one of Woody Allen’s most recent films which he did both, wrote and directed. It is a film about a man named Gil (Owen Wilson) who travels to Paris with his fiancà ©e’s parents in order to expand his imagination and he ends up embarking on a journey to the 1920s while walking the streets of Paris at night. Not only is this film engaging and witty, but it also manages to provide both, overt and covert examples of postmodernism in film. By analyzing Woody Allen’s 2011film Midnight in Paris, we can identify the presence of many underlying motifs in both the narrative and the characterization of the film when using some of Frederic Jameson and Jean Baudrillard’s concepts on postmodernism.†¦show more content†¦In Midnight in Paris, Gil tags along with her fiancà ©es family to a trip in Paris in order to become more inspired by the ambiance of the beautiful city, by having Gil experience the golden age without any help of technology, he is deliberately opposing the idea of postmodernism and how people tend to connect to people and places. According to Jameson, everything we experience is mediated by technology or capitalism, so we no longer experience things as â€Å"natural† unmediated. It is inferred that Gil understands this, and therefore decides to get out of Los Angeles in order to experience Paris for himself, instead of through the use of technology. We see how his fiancà ©es opposes his views in the scene in which it is raining, and she attempts to avoid the rain while Gil is happily enjoying walking in the rain. In this film, we can see how Inez’s character represents popular culture which does not bother experiencing things without being mediated, while Gil attempts to accomplish the opposite. He attempts to have a fell for the mood and ambient of the city in order to regain the inspiration and motivation he had lost while in the city, where mostly e verything is mediated by modern items. In the film, there tends to be a constant, and sometimes excessive schizophrenic tendency in the characterization of Gil, he has a tendency to look backwards. 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In What Ways Do the Central Tragedy of Romeo and Juliet Engage the Audience Essay Example For Students

In What Ways Do the Central Tragedy of Romeo and Juliet Engage the Audience Essay Four hundred years ago, William Shakespeare wrote the tragedy of Romeo and Juliet, a popular play that continues to capture the imagination and emotions of people around the world. The drama portrays the passionate, violent and often desperate lives of the youth of Verona. Even today, the tragedy resembles a blueprint of the problems that the adolescents of the twentieth century must face each day. In this play, Shakespeare explores the pitfalls of young love and the consequences they face from their actions. They explained their love to be true love and they knew that they had to be together, even though their families were enemies and it was truly forbidden for the two of them to marry. This created countless problems for these two young lovers, whose lives ended as a result of this feud. This play is extremely popular. Even so long after it had been written. This play is very popular with all ages. It is especially popular with teenagers. It is so popular with teenagers because it is easy for them to relate to Romeo and Juliet. Who or what is responsible for the tragedy of Romeo and Juliet? Shakespeares Romeo and Juliet, is a tragic love story about two young lovers whose love was destined for destruction. These two young star-crossed lovers did not imagine that their love would lead to the tragedies that it did. They did nothing wrong except fall in love. Three aspects of their destruction included the feud between the two, Friar Lawrence because of his irresponsible actions and the most important aspect of all is fate. The feud was an aspect of this tragedy as the obstacle of not being able to see each other proved too great. In a way, Friar Lawrence can also be to blame as he did agree to marry Romeo and Juliet without their parents consent. I believe fate played the most important part in the tragic end. It seems this tragedy was unavoidable. The feud between the families partly caused the deaths. They were not allowed to see each other. Perhaps if they were allowed to and the parents knew about the situation, Romeo and Juliet may have been convinced by their parents that they were moving too fast and possibly would have agreed to wait. If all the above happened, it is highly unlikely it would have all ended tragically. The hate between the families was so great that even the servants hated each other. The fight scene at the beginning of the play shows this, (act 1 scene 1 line 1). This feud caused countless problems for the two young lovers. Friar Lawrence was also responsible. It was his idea for Juliet to fake her death. His plan failed and Romeo and Juliets lives ended. Perhaps if the Friar had taken his own advice, and not allowed Romeo and Juliet to rush their marriage, they might have lived. There is no doubt that Friar Lawrence is responsible, but to what extent? It can be said that the feud between the families forced the Friar to act like he did. He only wanted Romeo and Juliet to be happy so he did what he thought was necessary, but this does not excuse him, nothing can. What he did was wrong. He shouldnt have agreed to marry the two without their parents consent. He should have informed the parents of the situation. The Friar was a good man. The prince also thought so and didnt punish the Friar. (act 5 scene 3 line 274-275). Even though he meant well, he was still wrong. .uc9e6aabb22fdf204aa8e7420f2d6a1d8 , .uc9e6aabb22fdf204aa8e7420f2d6a1d8 .postImageUrl , .uc9e6aabb22fdf204aa8e7420f2d6a1d8 .centered-text-area { min-height: 80px; position: relative; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8 , .uc9e6aabb22fdf204aa8e7420f2d6a1d8:hover , .uc9e6aabb22fdf204aa8e7420f2d6a1d8:visited , .uc9e6aabb22fdf204aa8e7420f2d6a1d8:active { border:0!important; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8 .clearfix:after { content: ""; display: table; clear: both; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8:active , .uc9e6aabb22fdf204aa8e7420f2d6a1d8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8 .centered-text-area { width: 100%; position: relative ; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8:hover .ctaButton { background-color: #34495E!important; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8 .uc9e6aabb22fdf204aa8e7420f2d6a1d8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc9e6aabb22fdf204aa8e7420f2d6a1d8:after { content: ""; display: block; clear: both; } READ: With particular reference to Act 4 scene 1 how far is Shylock presented as a victim or a villain within the play EssayFate was also a factor of the tragedy, but to what extent? Before judging to what extent fate was responsible for the deaths of Romeo and Juliet, we need to define what fate is. According to the Oxford English Dictionary, fate is the inevitable destiny or necessity destined term of life; doom. So basically fate is a pre-arranged sequence of events in someones life. In Romeo and Juliet, was fate the main cause of the deaths of the young couple, or was their death caused by the mistakes of themselves and others? Today, most people choose to believe that they have responsibility and control their own lives. They believe that their problems are caused by the actions of themselves or those who are around them. From one point of view, it is true that the deaths of Romeo and Juliet were caused by the mistakes they made themselves, but from another, it couldnt have been avoided. In my opinion, it was fate. This is because the sender of the message was not allowed into Mantua. Even if he did get in, Romeo wouldnt have received the message as he was already informed by Baltazar that Juliet had passed away and hurried to Verona. In result he thought Juliet was dead and he killed himself. Some say if the message was sent sooner by Friar Lawrence, they may have lived, but I disagree. Simply because what happened didnt seem like a coincidence. Too many things happened for it to be coincidence. It could only have been fate. Shakespeares use of language engages the audience in the tragedy. Throughout the play, his language of love makes the audience feel empathy for the Romeo and Juliet. Shakespeare writes things such as, Shakespeare used many oxymorons in the story of Romeo and Juliet. These oxymorons show contrast in the play. The main contrast is of love and hate which is the central theme. The whole play is based around the fact that Romeo and Juliet love each other but the hatred between their families creates many problems for them. The prologue played a very important part in the tragic story of Romeo and Juliet. It tells the audience the basic story line of the play. The prologue talks about tragedy and this makes it seem that everything that happens in the play is pre-destined. This also creates a sense of dramatic irony, as the audience knows that everything will end in tragedy. In conclusion the central tragedy of Romeo and Juliet is very engaging, even so many years after it was first written. It is so popular because it is based on love and hate, which is universal and something every one of us can relate to. Teenagers find this play very easy to relate to, especially those who have experienced young love and realise the pressures they must face.

Stone Backpack of Perfectionism free essay sample

I walk treacherously back to my dorm with a stone backpack of perfectionism. It haunts me daily. I get to my dorm. I take off my backpack. In my stone backpack of perfectionism is filled with preconceptions. These preconceptions are like red markers. When I see red on my paper I get scared because I know that means my work wasn’t good enough. My preconceptions vary from thinking â€Å"I will fail†, â€Å"I won’t make the word count†, â€Å"My professor won’t understand where I’m coming from†, â€Å"My grammar will be incorrect†, â€Å"My ideas won’t be clear†. The more red bold markers that fill my backpack the heavier it weighs me down. These red markers represent the preconceptions that fill my backpack. These preconceptions started from when they were my reality. When I was younger seeing an F wasn’t something new. Making the word count was a shocker for me. We will write a custom essay sample on Stone Backpack of Perfectionism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A teacher understanding where I’m coming from never happened. My thoughts were always all over the place. Seeing my grammar correct was a rare occasion. My ideas were usually just as all over the place as my thoughts were. Each preconception is its own red marker. These red markers have made me feel petrified as a kid and still do now. These preconceptions and need for perfection started at a very young age. Since I can remember I’ve always strived for perfection especially in school. Due to having a learning disability school has always been a struggle but that’s never stopped me from trying to be perfect. Inside my backpack are blocks. The blocks are from testing. When I had to do testing there was a block activity when you would use blocks to match a picture. The pressure that was put on me when testing as a child made me feel anxious. Perfectionism to me is like a phobia, it’s the fear of making a mistake. I feel as though the results of my mistake will be catastrophic when I do make a mistake. This catastrophic mistake is like a black hole to me. The black hole is life less and draining. It sucks out my ability to write, focus, and fathom ideas. This black hole weighs me down even more than the red markers do. Having an abusive father never made anything easier. Although the idea of someone may seem light, my dad is the heaviest object in my backpack. The pressure of him always around makes me always strive for perfection in fear of what he may do if I dont reach it. Since I can remember I’ve always felt as if I was walking on eggshells. My dad always expected perfection and nothing less. Because of that I always strived for it. Having something less than perfect meant consequences and that scared me so I always tried my best to please him. When I lived with my dad it was always unexpected as to what was going to happen. Carrying around a stone backpack of perfectionism is like having a constant reminder to try to be perfect but it always backfires because perfection isn’t easy nor is it real. Unfortunately, for myself and for people like me that strive for perfection they end up in a never ending cycle of disappointment. I aim for the best grade possible but when I end up with a check/check plus I feel pathetic. I feel that I could’ve tried harder or that my effort, dedication, and hard-work that I did put in goes unnoticed. It’s like a stab in the back, and that knife remains in my backpack to stab me again. There have been numerous times where this has happened and it only gets worse in my opinion. People always say the feeling of failure gets better but it’s just a sharper pain next time around. Next time I do try harder. I put in more effort. I’m more dedicated. I work harder and this time I end up with the same grade. By doing this I make myself stuck in a never ending cycle of setting myself up for failure by having unrealistic expectations of perfection. Having unrealistic expectations just ends up leaving me disappointed. It’s one ticket to a never ending roller coaster of more downs than ups sitting at the bottom of my backpack. Striving for perfection is something I think everyone has tried to do at least once in their life but I feel like we forget that perfection isnt real. There’s a unicorn in my backpack to remind me the perfection isn’t real. I’ve learned that perfection isn’t real but constructing goals and wanting to achieve them isn’t wrong either. Sometimes people, including myself reach a self-destructive mindset where they train themselves to think or have been trained by others to think that they aren’t good enough if they don’t have perfection or their less than someone else. I now know that isn’t true. To represent my self-destructive behavior is a toy monster truck in my backpack. I can remember how rough my younger brother would be when he’d play with his toy trucks. He would break them sometimes. For me I sleep for endless hours to cope with getting a bad grade. It leaves me broken just like those toy trucks. From my time in ENL 105 I’ve learned what I have about perfection. Most importantly that it isn’t real. Perfection is like a mind game. It plays with your head, your thoughts, your goals. Wanting to achieve perfection can be disastrous. On my way to finding voice and through feedback and realization I have come to terms with the fact that my best is my best and that’s okay. I should still set goals and try my best to achieve them. Achieving my best is me putting in hard work, determination, and perseverance. It looks like me in my dorm, hopefully quiet, typing away for hours. To keep me focused I have prescribed Adderall in my backpack. Hard work, determination, and perseverance also looks like my code meshing/ code switching paper where I received a check plus. This made me feel good about myself, I had a smile on my face and that’s why there’s a smiley face sticker in my backpack. In my backpack is multiple erasers for all the mistakes I’ll make but will erase and continue trying. When I was younger I struggled to find my voice. When Im struggling my voice is weak and tired. Papers were always a struggle. As I grew older it became a bit more manageable but I did still struggle. Now in ENL 105 I have found my voice. I’d be lying if I said I didn’t struggle at times but I have resources and people that are willing to help me now. My voice now has gotten stronger. ENL 105 has taught me a lot. It’s taught me being in the present moment, different audiences, voice, no voice, real voice, writers block, new vocabulary, denotation, connotation, summary, paraphrase, quotation, prewriting, and intrapersonal rhetoric. Being in classroom 101A has been transforming. I’ve become a better writer. Lastly, inside my backpack is teddy bear that represents Professor Peary and all that she has taught me and all that I have gained from the class and will carry on to ENL 110.